2016 Twente: New Generation Learning Spaces
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This document discusses new approaches to learning space design and pedagogy. It defines learning spaces as physical, blended, or virtual environments that enhance learning. It discusses trends like blended learning and challenges in designing learning ecosystems. It advocates for guiding pedagogies like authentic and personalized learning. Principles of learning space design include comfort, aesthetics, flow and blending physical and digital resources. The goal is to empower learners through developing knowledge, skills and attitudes to continue learning.
2016 Twente: New Generation Learning Spaces
- 1. CRICOS 00111D TOID 3059 NEW GENERATION LEARNING SPACES Professor Mike Keppell Pro Vice-Chancellor, Learning Transformations European Consortium for Innovative Universities University of Twente, September 2016
- 2. Preparing Students to Solve the Problems of the Future
- 3. Overview • Defining learning spaces • Trends and challenges • Ecosystem • Blended learning • Guiding pedagogies • Designing spaces • Professional development • Personalised learning
- 5. Defining Learning Spaces • Physical, blended or virtual learning environments that enhance learning • Physical, blended or virtual ‘areas’ that motivate a learner to learn
- 6. Defining Learning Spaces • Spaces where both teachers and learners optimise the perceived and actual affordances of the space • Spaces that promote authentic learning interactions (Keppell & Riddle, 2012, 2013).
- 8. Trends
- 9. Challenges
- 12. Blended Learning
- 13. Formal on-campus teaching spaces Informal on-campus learning spaces Online learning and teaching spacesBlended Learning On-Campus Learning and Teaching at Swinburne
- 15. Authentic Learning • …require students to complete complex real-world tasks over a period of time in collaboration with others as they would in a real setting or workplace (Herrington, 2006)
- 16. Authentic Assessment • Empowering the learner by engaging them in assessment tasks that simulate or engage the learner in real-life situations. • “Engaging and worthy problems or questions of importance, in which students must use knowledge to fashion performances effectively and creatively” (Wiggins, 1993, p. 229).
- 17. Personalised Learning • Learning pathways • ePortfolios • The knowledge, skills and attitudes that enable learning and act as a catalyst to empower the learner to continue to learn (Keppell, 2015)
- 18. Peer Learning • Students teaching and learning from each other. • Sharing ideas, knowledge and experiences • Emphasises interdependent as opposed to independent learning (Boud, 2001).
- 19. Designing Spaces
- 20. Principles of Learning Space Design • Comfort: a space which creates a physical and mental sense of ease and well-being • Aesthetics: pleasure which includes the recognition of symmetry, harmony, simplicity and fitness for purpose • Flow: the state of mind felt by the learner when totally involved in the learning experience
- 21. Principles of Learning Space Design • Equity: consideration of the needs of cultural and physical differences • B l e n d i n g : a m i x t u r e o f technological and face-to-face pedagogical resources • A f f o r d a n c e s : t h e “ a c t i o n p o s s i b i l i t i e s ” t h e l e a r n i n g environment provides the users • Repurposing: the potential for multiple usage of a space (Souter, Riddle, Keppell, 2010)
- 26. FACTORY OF THE FUTURE
- 35. Knowledge Skills and Attitudes • Knowledge is now co- created • Skills form a basis for learning • Attitudes influence beliefs and behaviours
- 36. Personalised Learning Toolkit • Digital literacies • Seamless learning • Self-regulated learning • Learning-oriented assessment • Lifelong and life-wide learning • Flexible learning pathways
- 37. Levels of Digital Literacies • Digital Competency • knowing how to use digital tools • Digital Fluency • applying digital knowledge and skills • Digital Design • user-generated content • ‘learner-as-designer’
- 39. Seamless Learning • Continuity of learning across a combination of locations, times, technologies or social settings (Sharples, et al, 2012, 2013).
- 40. Levels of Seamless Learning • On-campus • comfortable with formal and informal spaces • Virtual campus • comfortable with blended, online, social media • Anywhere • trains, cafes, teleworking
- 41. Physical Virtual Formal Informal InformalFormal Blended Mobile Personal Outdoor Professional Practice Distributed Learning Spaces Academic
- 43. Levels of Learning-oriented Assessment • Authentic assessment • learners participate in authentic assessment • Negotiated assessment • learners negotiate assessment with teachers • Self-assessment • learners act on ‘feedback as feed-forward’
- 44. Learning-oriented Assessment Assessment tasks as learning tasks Student involvement in assessment processes Forward- looking feedback
- 48. Personalised Learning • …the knowledge, skills and attitudes that enable learning and act as a catalyst to empower the learner to continue to learn (Keppell, 2015)
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